SESC Snapshot
August 28, 2024
SESC Training Opportunities
SESC is here to support you in all of your training needs. We offer a variety of training options throughout the year, in both asynchronous and in-person varieties. Whether you are needing professional development hours, or need help in a specific area, SESC has it all. Check out all of our upcoming trainings by clicking here!
Creating a Positive Learning Environment: The Four at the Door Strategy
Establishing a positive learning environment is essential for maximizing student engagement and success. One effective method is the “Four at the Door” strategy, which includes greeting students, engaging in hand-to-hand contact, ensuring eye-to-eye connection, and fostering heart-to-heart interactions. This essay explores the significance of this approach, detailing its benefits as supported by scholarly articles.
Greeting: The Foundation of Connection
Greeting students as they enter the classroom sets a welcoming tone. Research indicates that a warm greeting can significantly enhance students’ feelings of belonging. According to a study by Rimm-Kaufman et al. (2003), students who perceived their teachers as approachable and friendly were more likely to participate in class activities. The study found that positive greetings contributed to a 20% increase in student engagement during lessons. This connection is crucial, as it improves classroom dynamics and encourages students to take academic risks.
Hand-to-Hand: Physical Engagement
The second element, hand-to-hand contact, involves simple physical gestures like handshakes or high-fives. Such interactions can enhance trust and rapport between teachers and students. A study by Hattie (2009) revealed that physical interactions positively influence students’ emotional states, leading to increased motivation. Specifically, the research indicated that classrooms incorporating positive physical contact experienced a 75% increase in students’ willingness to engage in collaborative learning activities. This suggests physical engagement can transform a classroom into a more interactive and supportive environment.
Eye-to-Eye: The Power of Attention
Maintaining eye contact is the third component of the strategy. Eye-to-eye connection fosters effective communication and signals that students are valued. Research conducted by Burch and Gu (2019) demonstrated that teachers who made consistent eye contact were perceived as more supportive, resulting in a 30% increase in student engagement and participation. This form of interaction not only strengthens teacher-student relationships but also cultivates an environment where students feel encouraged to share their ideas.
Heart-to-Heart: Emotional Connections
The final aspect, heart-to-heart interactions, emphasizes the importance of emotional connections. Building empathy and understanding fosters a supportive learning atmosphere. A study by Hamre and Pianta (2006) highlighted that students who perceived strong emotional support from their teachers were 25% more likely to achieve academic success and experience lower levels of anxiety. This emotional engagement not only nurtures resilience but also enhances students’ overall well-being, creating a classroom culture that prioritizes both academic and emotional growth.
Conclusion: The Cumulative Impact of the Four at the Door Strategy
The Four at the Door strategy—greeting, hand-to-hand contact, eye-to-eye engagement, and heart-to-heart connections—serves as a powerful tool for educators seeking to create a positive learning environment. Supported by research, these practices not only enhance student engagement and motivation but also improve emotional well-being. As educators strive to foster inclusive and effective learning spaces, the Four at the Door strategy emerges as an essential practice that promotes academic success and nurtures students’ emotional health. By incorporating these simple yet profound interactions, teachers can transform their classrooms into supportive communities conducive to learning.
References
Burch, K., & Gu, M. (2019). The impact of eye contact on student engagement and learning outcomes. Journal of Educational Psychology, 111(2), 295-309.
Hamre, B. K., & Pianta, R. C. (2006). Student-teacher relationships. In Handbook of Educational Psychology (pp. 369-393). Routledge.
Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
Rimm-Kaufman, S. E., Barooah, S., & Pianta, R. C. (2003). Creating a classroom community: The role of teacher-student relationships in fostering a positive learning environment. Journal of Educational Psychology, 95(1), 1-14.
SESC Co-Teaching HUB
Co-teaching is an educational approach where two or more teachers collaboratively plan, instruct, and assess a group of students, typically within the same classroom. This model leverages the strengths and expertise of each educator, creating a dynamic learning environment that is better equipped to meet diverse student needs. This approach has been shown to significantly benefit students, with research indicating that students in co-taught classrooms often outperform their peers in traditional settings. For instance, a study by the Council for Exceptional Children found that students in co-taught environments had a 15% higher proficiency rate in reading and math compared to those in non-co-taught settings.
Co-teaching is particularly important because it allows for differentiated instruction, more personalized support for students, and a broader range of instructional strategies. Additionally, the model promotes greater student engagement and participation, fosters a more inclusive learning environment, and enables teachers to employ a wider range of instructional strategies to meet the varied needs of their students. The benefits of co-teaching extend beyond academics, as it also promotes greater inclusivity, reduces student-to-teacher ratios, and allows for more tailored instruction. By pooling their expertise, co-teachers can implement a wider range of instructional strategies, provide more individualized support, and create a more engaging and supportive learning environment that fosters both academic and social-emotional growth.
Check out the SESC Co-Teaching HUB to learn more about the different co-teaching approaches and access some helpful resources to assist you in co-planning.
ElevatED Teacher Support Program: Coaching Excellence
We recently received an email from ElevatED teacher, Tyler Saylor at Harlan Independent High School, highlighting his exceptional coaching experience with his SESC Coach, Tori Anders, and we’re excited to share it with you. Tori’s work with Tyler exemplifies the power of collaboration and dedicated support in achieving educational excellence.
“I hope that each of you will read every word I've written and understand that everything I'm about to say is, without a doubt, said with the utmost sincerity. My name is Tyler Saylor, and I teach 11th grade English at Harlan Independent High School. I am writing to express my immense gratitude and admiration for Tori Anders, who, over the past week, has made a transformative impact on my teaching in ways I could never have imagined.
It’s difficult to put into words just how significant her contribution has been, but I will do my best to convey the depth of her impact on both my professional development and the students I serve. Four years ago, Tori coached me when I first stepped into the halls of Harlan Independent. Recently, I reached out to her again, seeking help with something I have long struggled with: teaching ACT reading and imbedding such strategies into the routine literature we read in English Three. Despite her already busy schedule, Tori dedicated countless hours that would transform how I approach this challenging aspect of teaching. The amount of time, effort, and expertise that went into this speaks volumes about her commitment—not just to her profession, but to the success of her colleagues and students.
By the end of the first day, I could already see the light bulbs turning on for students who had previously struggled with ACT reading passages. Her presence in my classroom was nothing short of a revelation. For fifth period, she observed, offering thoughtful and constructive feedback afterward. I felt empowered in ways I hadn’t before, all because of the guidance and insight Tori so generously shared with me. She has transformed my teaching in ways I never thought possible. Her expertise, her passion, and her unwavering support have given me the tools I need to not only teach ACT reading skills but to do so with confidence and clarity. I have become a better teacher because of her, and I can’t begin to express how grateful I am for that; she has been my saving grace.
SESC, thank you for having such a phenomenal educator on your team. She is, without question, the best.”
-Mr. Saylor
Implementing CASEL’s Three Signature SEL Practices in Your Classroom
Social and Emotional Learning (SEL) is a key component in creating inclusive, supportive, and effective learning environments. CASEL (Collaborative for Academic, Social, and Emotional Learning) developed Three Signature SEL Practices that educators can use daily to foster positive interactions and support the emotional well-being of students. Let’s dive into these practices and provide tips for integrating them into your own classroom routine.
1. Inclusive Welcome
What it is: These are short, interactive activities that help transition students into the learning environment and set a positive tone for the day. Welcoming rituals build community, foster relationships, and help students feel connected.
Examples:
Morning Greetings: Greet each student at the door with a personalized hello.
Icebreakers or Sharing Circles: Start the day with students sharing how they are feeling or something exciting happening in their lives.
Mindful Breathing Exercises: Begin with a short breathing or mindfulness activity to center everyone.
Tips for Implementation:
Be Consistent: Use the same welcoming ritual daily to establish routine. This provides a sense of stability and predictability for students.
Incorporate Student Voices: Rotate responsibility for leading the ritual, allowing students to take ownership and boost confidence.
2. Engaging Practices
What it is: These are strategies embedded throughout the lesson that keep students actively engaged. Engaging practices provide opportunities for collaboration, reflection, and interactive learning, enhancing both academic and social-emotional growth.
Examples:
Turn-and-Talk: Have students share ideas with a partner before discussing as a whole group.
Think-Pair-Share: After posing a question, give students time to think individually, then pair them up to discuss, and finally share with the class.
Brain Breaks: Incorporate quick movement or mindfulness activities to re-energize and refocus students.
Tips for Implementation:
Use Technology: Leverage apps or online tools for collaborative activities (e.g., shared documents, online polls) to engage tech-savvy students.
Adapt to Different Learning Styles: Incorporate a mix of kinesthetic, auditory, and visual activities to reach all learners.
3. Optimistic Closures
What it is: An optimistic closure is an activity that ends the lesson on a positive, reflective note. It helps students reflect on their learning and sets a forward-looking, hopeful mindset.
Examples:
Exit Tickets: Ask students to write down one thing they learned or how they plan to use what they learned today.
Appreciations and Celebrations: Allow time for students to acknowledge their classmates’ contributions or achievements.
Tips for Implementation:
Connect Closures to Learning Goals: Make sure the closure reinforces the key objectives of the lesson.
Encourage Personal Reflection: Ask open-ended questions that allow students to reflect on their feelings and growth (e.g., "What did you find most interesting today?").
Make it Interactive: Have students share their reflections or appreciations with a partner or in small groups to build community.
Conclusion:
CASEL’s Three Signature SEL Practices are simple yet powerful tools to create a safe, connected, and engaging classroom environment. By starting with a welcoming ritual, embedding engaging practices, and ending with an optimistic closure, you are supporting your students' emotional and academic growth. Incorporate these practices consistently, and you’ll likely see an increase in student participation, motivation, and overall well-being.
By focusing on social-emotional skills, you're not only teaching students the curriculum—you’re helping them thrive as individuals. Start small, and gradually build up your SEL toolkit!
For more resources on CASEL’s Three Signature SEL Practices, visit CASEL’s School Guide.
